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Quality Matters is one of the most widely regarded standards for online course design. Due to the COVID-19 pandemic, many instructors have needed to quickly convert face-to-face classes into an online environment. However, many instructors do not have online education expertise. Standards such as Quality Matters can help guide the creation of quality online course environments. This paper aims to provide a research-based and pragmatic approach for creating QM-informed online courses.

The Quality Matters Standards Rubric consists of eight General and 42 Specific Review Standards. Each standard was analyzed to determine the ease of implementation and implementation approach for a Quality Matters-informed online course template.

Of the 42 specific review standards, 16 (38%) are easily achievable, 20 (48%) are achievable, but required some intervention, and six (14%) are difficult to achieve through a course template.

This study provides guidance for implementing Quality Matters-informed online course design. As many instructors without an instructional design or online education background now need to conduct online classes, Quality Matters provides structure and guidance to assist with creating high-quality learning environments. As receiving formal Quality Matters certification is time-consuming and requires peer-review, this research provides guidance to create Quality Matters-informed online courses in a timely manner.

This study is particularly timely due to the COVID-19 pandemic and will help prepare instructors for any second-wave scenarios. Furthermore, through providing guidance on the creation of Quality Matters-informed online course design, this paper will help instructors have a greater chance of instructional success for online course delivery.

The size prediction of garment is an important part in the process of the garment design and production, and it is also one of the most important features in warp-knitted computer-aided design system. The purpose of this paper is to realize the auto-generation of the garment templates using JavaScript and WebGL technologies, based on the prediction of the size of warp-knitted seamless sportswear.

The warp-knitted jacquard technology is used to produce the warp-knitted seamless sportswear, which is divided into suits and tights. In order to achieve the purpose of this study, the dimensions of four kinds of jacquard patterns knitted under different knitting conditions are measured and the crosswise and longitudinal size shrinkage percentages are also calculated. Then, the relationship between the yarn count and the drawing density as well as the size shrinkage percentage is studied and a size prediction model for warp-knitted jacquard fabric is established. Next, according to the results of the size calculation, the point positions of the garment boundary in the mathematical coordinate system is determined. The color formula is built by the two-dimensional mathematical matrix. Finally, combined with the coordinate position and color information, the template can be drawn automatically.

Based on the size prediction model of warp-knitted garment, the template generation of warp-knitted full-form sportswear on WebGL-enabled web browser is realized, which is proven to be an effective computer-aided design method for warp-knitted garments.

Because of limited researches, only two groups of yarns and four kinds of jacquard patterns were studied. A vaster database should be built and smooth curve, accurate coordinate needs to be optimized in the further research.

The size prediction model for warp-knitted jacquard garment and garment template auto-generation of warp-knitted computer-aided design system will simplify the fabric technical design process, shorten design time and improve the efficiency of new product development.

The size prediction model for warp-knitted jacquard garment and garment template auto-generation of warp-knitted computer-aided design system will provide the industries a guidance for new sample development and it also can shorten the development time and lower cost.

This author analyzes the relationship between the size characteristics and knitting technology of warp-knitted jacquard patterns, proposes a model of size prediction and realizes the auto-drawing of the garment template in the warp-knitted CAD system, which provides a reference for the new product design and development of warp-knitted seamless sportswear.

The purpose of this paper is to describe a proposal for a data-driven investigation aimed at determining whether students’ learning behavior can be extracted and visualized from action logs recorded by Moodle. The paper also tried to show whether there is a correlation between the activity level of students in online environments and their academic performance with respect to final grade.

The analysis was carried out using log data obtained from various courses dispensed in a university using a Moodle platform. The study also collected demographic profiles of students and compared them with their activity level in order to analyze how these attributes affect students’ level of activity in the online environment.

This work has shown that data mining algorithm like vector space model can be used to aggregate the action logs of students and quantify it into a single numeric value that can be used to generate visualizations of students’ level of activity. The current investigation indicates that there is a lot of variability in terms of the correlation between these two variables.

The value presented in the study can help instructors monitor course progression and enable them to rapidly identify which students are not performing well and adjust their pedagogical strategies accordingly.

A plan to continue the work by developing a complete dashboard style interface that instructors can use is already underway. More data need to be collected and more advanced processing tools are necessary in order to obtain a better perspective on this issue.

The purpose of this paper is to investigate the development of climate change adaptation curricula. Instituting adaptation frameworks that can assist professionals to respond to climate change, yet be tailored to specific sectoral needs is crucial. Professionals working at the coalface of the climate change challenge need to build new skills and create innovative solutions in social and political contexts.

Using case studies, this paper reflects on the experience of developing climate change curricula at multiple levels and the obstacles to implementation of the links between curriculum and practice. This includes reflections on the necessity of interlinking political, social and economic aspects together in delivery of such a course.

The paper finds that a strictly content – based approach to curriculum development is inadequate. The context of an issue like climate change requires attention to the specific needs of the target audience, in addition to delivery of generic content, so as to achieve the industry uptake critical to ensuring social and political objectives are implemented on the ground.

The paper concludes by examining the utility of such educational initiatives to build community resilience, forge networks between multiple sectors and contribute to achieving social/institutional, political and economic outcomes for adaptation to climate change.

Making sure that a higher education distance learning course meets student expectations is critical to ensuring the quality of the student experience. Judging whether a course delivers to its promise is a particular challenge when the course is delivered by distance learning and there is no regular face‐to‐face contact with students, the more so when courses are faced with alternative conceptions, and external audits, of quality. The paper identifies the contested nature of quality, examines models of evaluation, relates them to existing forms of evaluation facing education courses, and offers an alternative constructivist approach based on the notion of a service template.

This article shows how an external policy imperative can be assimilated into the process of managing change within a university. It describes a project‐based approach to develop an understanding of the practical implications and use of programme specifications. It identifies a number of generic issues that will need to be addressed if the opportunities provided by programme specifications are to be fully exploited but concludes that there are benefits for institutions, academics and the users of programme specification information.

This article reviews an approach used to structure technical material into a large number of single theme topics, or modules. A course is a collection of modules. A key feature of a module is that it can be presented in 50 minutes, and is supported by a design specification, typeset notes, a series of slides for presentation using computer projection, a tutorial, assessment questions, and a Web page. Templates support the creation of the module specification, notes, presentation, tutorial and assessment material, Web support page, and the aggregation of module notes into a set of course notes. The modular structure relies entirely on an integrated application of software technology for word processing, typesetting and the creation of computer presentations, and generation and maintenance of Web pages to support a description of the modules and marketing of industry‐oriented courses within an ISO 9001 certified quality management system.

This paper reports results of analyses made at an all-female Gulf Arab university measuring the nature and extent of biases in students' evaluation of faculty. Comparisons are made with research reporting the nature of similar relationships in North America. Two issues are investigated: 1) What variables (if any) bias faculty evaluation results at an all-female Arab university? 2) Are biasing variables different in nature or magnitude to those reported at North America universities? Using the population of 13,300 faculty evaluation records collected over two school years at Zayed University, correlations of faculty evaluation results to nine potentially biasing factors are made. Results show biases to faculty evaluation results do exist. However, biases are small, and strikingly similar in nature to those reported at North American universities.

To investigate how the adult learner is valued in e‐learning corporate settings.

Case study methodology was used for this research. Four Fortune 500 companies that had active e‐learning initiatives for a minimum of four years were selected. Data for the development of the four cases were collected via semi‐structured telephone interviews. The questions that guided data collection and case development are: what is the e‐learning context in your organization?; How is the adult learner valued in the e‐learning environment?; What considerations must be addressed when valuing the adult learner in e‐learning environments within corporate settings?

Four case studies emerged from data collection and revealed that adult learners are being valued and supported in corporate e‐learning settings. A comparative analysis of the case studies with the Waight and Stewart conceptual model showed that the e‐learning teams are complying with all factors for the exception of transfer and return on investment.

A primary limitation inherent in this study is its inclusion of only four large corporations. Future investigation can extend understanding of how the adult learner is valued by researching more companies and their e‐learning teams.

These cases provide evidence that adult learners are being valued. They can serve as models for e‐learning teams in their efforts to value the adult learner in e‐learning within corporate settings.

Although a body of literature related to valuing adults in academic settings exists, little investigation has been done in corporate contexts. This study confirms that adult learners are valued in e‐learning in corporate settings.